Title of Article NY Governor Calls for Statewide Broadband
Publisher Yahoo News
Date of Publication Fri Dec 7, 11:22 PM ET
Author Richard Koman, newsfactor.com
http://news.yahoo.com/s/nf/20071208/tc_nf/57131
Allyson McDowell
Summary of article: despite the floundering tale of Wi-Fi nationwide the governor of New York has unveiled a plan to bring affordable broadband to the entire state. He links this plan to the economy and compares it to the Erie canal’ s flow. Something is wrong here he said.”The average kid in South Korea has better access to broadband.
The governor state that broadband is no longer a luxury and that every New Yorker should have access to affordable internet service.
Craig Settles, a consultant to governments regarding mobile and wireless networks, said in a telephone interview.
"In rural areas and many small towns, providing access is something government should be involved in," he said, adding that, unlike with municipal Wi-Fi, residents probably don't necessarily expect it to be free.
Settles pointed out that the push for universal broadband will also be driven by the need for public safety communications. "It will only take one or two more disasters" for people to understand the emergency response aspect to wireless networks. Minneapolis received a lot of attention, for example, for the way it used wireless to communicate with residents about the I-35 bridge collapse in August.
Thursday, December 13, 2007
Monday, December 10, 2007
CURRENT ISSUE # 1 - Zenobia Fypher
Article Title: A School Gets an F, and Parents Worry About What Comes Next
Source: The New York Times
Link: http://www.nytimes.com/2007/12/09/nyregion/thecity/09scho.html?ref=education&pagewanted=print
Published: December 9, 2007
Writer: Jennifer Bleyer
Submitted by: Zenobia Fypher
As schools in NYC are evaluated based on many factors, they were given a letter grade. In this article one school, PS 79, received a grade F. It was also announced that as a result of the grade obtained, this school would be closed and replaced with smaller schools, housed in the same building. Parents were worried, angry, and confused about where their children would go to since this school is one to be ‘closed’. What was not made clear to them is the fact that the building would still be used and students would still attend classes in the building, however, they would be under new administration which would head the different schools.
While figures quoted indicate that the school received an overall score of 22.6%, some parents believe that the school staff and administrators should have been given the chance to make necessary improvements.
Source: The New York Times
Link: http://www.nytimes.com/2007/12/09/nyregion/thecity/09scho.html?ref=education&pagewanted=print
Published: December 9, 2007
Writer: Jennifer Bleyer
Submitted by: Zenobia Fypher
As schools in NYC are evaluated based on many factors, they were given a letter grade. In this article one school, PS 79, received a grade F. It was also announced that as a result of the grade obtained, this school would be closed and replaced with smaller schools, housed in the same building. Parents were worried, angry, and confused about where their children would go to since this school is one to be ‘closed’. What was not made clear to them is the fact that the building would still be used and students would still attend classes in the building, however, they would be under new administration which would head the different schools.
While figures quoted indicate that the school received an overall score of 22.6%, some parents believe that the school staff and administrators should have been given the chance to make necessary improvements.
Current Issue # 5 - Zenobia Fypher
CURRENT ISSUE # 5
Article Title: What Did the Professor Say? Check Your iPod
Source: The New York Times
Link: http://www.nytimes.com/2007/12/09/business/09novel.html?_r=1&ref=education&oref=slogin
Published: December 9, 2007
Writer: Anne Eisenberg
Submitted by: Zenobia Fypher
Once again, technology integration in education has reared its head to remind us of its importance. In this article, allusion is made to the use of iPods as a tool of revisiting class lectures at both the school and the university level. iPods are widely used by students who are quite fluent with this technology. The article discusses the use of this tool as a frame of reference for students. It is particularly useful when students want to review one or more lectures, study for a test, and to see the material taught during an absence to name a few. The most important feature is that the student is able to access slides which show material presented in the class. In a regular classroom, the work written on chalkboards is often erased during or at the end of the class, thus providing no teacher/lecturer reference for students. With this new system of using iPods to retrieve lectures, students will have visual and audio material for their reference.
Hardware manufacturers have taken the complexity out of using or operating technological tools; hence, the tools are now very simple to work with. This alleviates the frustration often experienced by people who are not technology oriented or savvy.
While the cost for using these “lecture capture” facilities is offset on university campuses by tuition and other fees paid by students, great investigation and analysis would have to be done in order to implement this great feature in schools, places where most students have iPods and use them daily.
Article Title: What Did the Professor Say? Check Your iPod
Source: The New York Times
Link: http://www.nytimes.com/2007/12/09/business/09novel.html?_r=1&ref=education&oref=slogin
Published: December 9, 2007
Writer: Anne Eisenberg
Submitted by: Zenobia Fypher
Once again, technology integration in education has reared its head to remind us of its importance. In this article, allusion is made to the use of iPods as a tool of revisiting class lectures at both the school and the university level. iPods are widely used by students who are quite fluent with this technology. The article discusses the use of this tool as a frame of reference for students. It is particularly useful when students want to review one or more lectures, study for a test, and to see the material taught during an absence to name a few. The most important feature is that the student is able to access slides which show material presented in the class. In a regular classroom, the work written on chalkboards is often erased during or at the end of the class, thus providing no teacher/lecturer reference for students. With this new system of using iPods to retrieve lectures, students will have visual and audio material for their reference.
Hardware manufacturers have taken the complexity out of using or operating technological tools; hence, the tools are now very simple to work with. This alleviates the frustration often experienced by people who are not technology oriented or savvy.
While the cost for using these “lecture capture” facilities is offset on university campuses by tuition and other fees paid by students, great investigation and analysis would have to be done in order to implement this great feature in schools, places where most students have iPods and use them daily.
Sunday, December 9, 2007
Current event # 5
Title and link: City Names Six Schools to Close After Poor Grades
Author: ELISSA GOOTMAN
Source: New York Times
Summary: N.Y.C will close six schools after earning D's and F's in a report released by New York Department of Education. The city officials explained that the criteria was based on the schools' report cards and the history of performance in these schools. Three of the failing schools are located in East Harlem, a middle and elementary school in the Bronx and a small high school in Brooklyn. According to the report released by N.Y.C Department of Education, there are 50 city schools that received D's and almost 100 that got F's.
The main question for Department of Education is how are they going to replace these schools with new schools. Some of these six schools will be phased out gradually; they will not accept new applicants for next year and finally they will be replaced by new schools. The school that I teach in now will be phasing out in two years. In the past the school was closed and reopened under a new name a few times. Closing and reopening a school under a new name does not mean that something essential about the school has changed.
I think that schools that will be phased out should be replaced by new schools with new leaders, new vision and a new curriculum. In addition to that, the school should be given the necessary resources to attract staff and students in a completely new environment. A lot depends on the administrators of the school who set a tone and relationships with staff and students. One other thing that I believe is important refers to the school and class size. It is known now that large schools are not performing as good as small schools where people can actually build a strong community and where everyone knows everyone. Class size is essential for the success of the students and will enable the teacher to help his/her students much more than in a large class size.
Author: ELISSA GOOTMAN
Source: New York Times
Summary: N.Y.C will close six schools after earning D's and F's in a report released by New York Department of Education. The city officials explained that the criteria was based on the schools' report cards and the history of performance in these schools. Three of the failing schools are located in East Harlem, a middle and elementary school in the Bronx and a small high school in Brooklyn. According to the report released by N.Y.C Department of Education, there are 50 city schools that received D's and almost 100 that got F's.
The main question for Department of Education is how are they going to replace these schools with new schools. Some of these six schools will be phased out gradually; they will not accept new applicants for next year and finally they will be replaced by new schools. The school that I teach in now will be phasing out in two years. In the past the school was closed and reopened under a new name a few times. Closing and reopening a school under a new name does not mean that something essential about the school has changed.
I think that schools that will be phased out should be replaced by new schools with new leaders, new vision and a new curriculum. In addition to that, the school should be given the necessary resources to attract staff and students in a completely new environment. A lot depends on the administrators of the school who set a tone and relationships with staff and students. One other thing that I believe is important refers to the school and class size. It is known now that large schools are not performing as good as small schools where people can actually build a strong community and where everyone knows everyone. Class size is essential for the success of the students and will enable the teacher to help his/her students much more than in a large class size.
Tuesday, December 4, 2007
Christine's issues
"Groundbreaking Study Proves Quantifiable Benefits of Media Literacy Education"
JUST THINK FOUNDATION
Tue, 04 Dec 2007
The article discusses a study that shows that media literacy education improves core learning for all students especially special education and at-risk students. Thestudy took place in
The study consisted of a 40 hour PD and teachers creating and integrating media literacy lesson plans. Teachers received ongoing one-on-one technical support and academic coaching from Just Think.
The AMLA's "Core Principles of Media Literacy Education" (http://www.amlainfo.org/coreprinciples) provides guidelines for integrating media literacy with educational standards in classrooms from kindergarten through college
The relevance is obvious, and media literacy is something I believe regardless of its effect on test scores and other academic indicators of learning. People need to think critically- regardless of how much education they get.
It's easy to integrate technology, literacy and media literacy.
http://www.earthtimes.org/articles/show/news_press_release,235895.shtml
Laurie's Current Issue 5
Study Links Drop in Test Scores to a Decline in Time Spent Reading
By MOTOKO RICH
Published: November 19, 2007
New York Times
A report by the National Endowment for the Arts indicates that the reduction of reading for pleasure as students go through school, is causing a decline in reading test scores. The NEA compiled data from approximately two dozen studies from the federal Education and Labor Departments and the Census Bureau as well as various foundations, businesses, and academic institutions. The conclusion was that students are reading less and because of less reading, reading test scores have declined. Some argue that students are reading much more than the report claims because they read on the Internet.
The study points out that as they move to higher grades, students typically read less poetry, drama, and non-fiction and a direct correlation was found between the amount of reading and test scores. Current statistics show that on the whole, elementary reading test scores are improving, middle school scores have not changed, and high school scores are slightly declining.
The causes of the drop in reading after elementary school is not completely clear, however several factors have been mentioned, including the “use of new technologies like the Internet and other gadgets, and the failure of schools and colleges to develop a culture of daily reading habits.” Additionally, our society does not generally discuss or recognize in the media or elsewhere, authors, literature, or reading in general.
The lack of the continuity in reading has also has a negative effect on income. Analysis of the Education Department statistics indicate that proficient readers earn more than individuals that read below what is measured on a basic level reading test.
By MOTOKO RICH
Published: November 19, 2007
New York Times
A report by the National Endowment for the Arts indicates that the reduction of reading for pleasure as students go through school, is causing a decline in reading test scores. The NEA compiled data from approximately two dozen studies from the federal Education and Labor Departments and the Census Bureau as well as various foundations, businesses, and academic institutions. The conclusion was that students are reading less and because of less reading, reading test scores have declined. Some argue that students are reading much more than the report claims because they read on the Internet.
The study points out that as they move to higher grades, students typically read less poetry, drama, and non-fiction and a direct correlation was found between the amount of reading and test scores. Current statistics show that on the whole, elementary reading test scores are improving, middle school scores have not changed, and high school scores are slightly declining.
The causes of the drop in reading after elementary school is not completely clear, however several factors have been mentioned, including the “use of new technologies like the Internet and other gadgets, and the failure of schools and colleges to develop a culture of daily reading habits.” Additionally, our society does not generally discuss or recognize in the media or elsewhere, authors, literature, or reading in general.
The lack of the continuity in reading has also has a negative effect on income. Analysis of the Education Department statistics indicate that proficient readers earn more than individuals that read below what is measured on a basic level reading test.
TIM'S CURRENT ISSUE NUMBER 5
MIT ADAPTS FREE ONLINE COURSES FOR HIGH SCHOOLS
Primary topic channel: 21st century skills
From eschools news staff and wire service reports
Thursday November 29, 2007
The Massachusetts Institute of Technology (MIT) has created a new web site with free online resources that aim to improve science, technology, engineering, and mathematics (STEM) instruction at the high school level. Highlights for high school is designed to inspire the next generation of scientists and engineers. They site encourages teachers to use, redistribute and make modifications for non commercial use.
Highlights for High School features more than 2,600 video and audio clips, animations, lecture notes, and assignments taken from actual MIT courses. The site organizes these resources to match the Advanced Placement physics, biology, and calculus curricula. Demonstrations, simulations, and animations give educators engaging ways to present STEM concepts, while videos illustrate MIT's hands-on approach to the teaching of these subjects
Thomas Magnanti, former dean of the School of Engineering at MIT, chaired the committee that developed the site.
"As has been well documented, the U.S. needs to invest more in secondary education, particularly in the STEM fields. MIT, as a leading institution of science and technology, has an obligation to help address the issue," he said.
More than 10,000 teachers and 5,000 students visit the site each month. MIT is looking into organizing an MIT secondary-education mentor corps to work with high school educators.
I visited the site and found it remarkably easy to navigate, very clear definitions of the courses, and all around user friendly. I have already emailed this course to a friend in the high school and another professor in NYIT. Introductory, AP, knowledge in Action, hands on learning, high school courses developed by MIT students, and other MIT resources for high school are the easy to navigate subtitles that open the site to explore. I think this is one of the best websites I have had the pleasure of exploring.
http://http//www.eschoolnews.com/news/top-news/index.cfm?i=50758;_hbguid=2fe71869-7611-4edb-8f76-1d460f3866e9
Primary topic channel: 21st century skills
From eschools news staff and wire service reports
Thursday November 29, 2007
The Massachusetts Institute of Technology (MIT) has created a new web site with free online resources that aim to improve science, technology, engineering, and mathematics (STEM) instruction at the high school level. Highlights for high school is designed to inspire the next generation of scientists and engineers. They site encourages teachers to use, redistribute and make modifications for non commercial use.
Highlights for High School features more than 2,600 video and audio clips, animations, lecture notes, and assignments taken from actual MIT courses. The site organizes these resources to match the Advanced Placement physics, biology, and calculus curricula. Demonstrations, simulations, and animations give educators engaging ways to present STEM concepts, while videos illustrate MIT's hands-on approach to the teaching of these subjects
Thomas Magnanti, former dean of the School of Engineering at MIT, chaired the committee that developed the site.
"As has been well documented, the U.S. needs to invest more in secondary education, particularly in the STEM fields. MIT, as a leading institution of science and technology, has an obligation to help address the issue," he said.
More than 10,000 teachers and 5,000 students visit the site each month. MIT is looking into organizing an MIT secondary-education mentor corps to work with high school educators.
I visited the site and found it remarkably easy to navigate, very clear definitions of the courses, and all around user friendly. I have already emailed this course to a friend in the high school and another professor in NYIT. Introductory, AP, knowledge in Action, hands on learning, high school courses developed by MIT students, and other MIT resources for high school are the easy to navigate subtitles that open the site to explore. I think this is one of the best websites I have had the pleasure of exploring.
http://http//www.eschoolnews.com/news/top-news/index.cfm?i=50758;_hbguid=2fe71869-7611-4edb-8f76-1d460f3866e9
Current Issue 5
Title of Article: “Latino Immigrants’ Children Found Grasping English”
Publisher: The New York Times
Date of Publication: November 30, 2007
Author: Julia Preston
Summary:
This article shows a predictable trend in English language acquisition of Latino Americans. The studies of this article basically show that the longer Hispanic immigrant families live in America the more likely individuals are to speak English fluently.
To cite a graph presented in the article, information is presented on the “Percentage of people in each generation of Hispanic immigrant families who said they speak English very well.” Statistics are presented according to generations labeled: “First”, “Second”, “Third and Later.” It is stated that 23% of “first” generation Latino immigrants claim to speak English very well. 88% of “second” generation families claim to speak well and 94% of “third and later” generations claim to speak well.
Basically, as families enter America, children are very likely to grow into adults who speak English well. Their parents, however, are less likely to grasp the language. Such studies have been done in order to “address rising worries among some voters that immigrants arriving from Latin America in the last two decades have resisted learning English and are failing to assimilate into American society.” (page 1) The report also finds that 46% of Latino adults say that “poor English skills as the leading cause of discrimination against them.”
An interesting finding of this study is that the country of origin of Latino immigrants also seems to play a role in English fluency. It was found that 71% of Mexican immigrants “spoke little or no English.” Puerto Ricans, however, are “the most likely to speak English well.
Publisher: The New York Times
Date of Publication: November 30, 2007
Author: Julia Preston
Summary:
This article shows a predictable trend in English language acquisition of Latino Americans. The studies of this article basically show that the longer Hispanic immigrant families live in America the more likely individuals are to speak English fluently.
To cite a graph presented in the article, information is presented on the “Percentage of people in each generation of Hispanic immigrant families who said they speak English very well.” Statistics are presented according to generations labeled: “First”, “Second”, “Third and Later.” It is stated that 23% of “first” generation Latino immigrants claim to speak English very well. 88% of “second” generation families claim to speak well and 94% of “third and later” generations claim to speak well.
Basically, as families enter America, children are very likely to grow into adults who speak English well. Their parents, however, are less likely to grasp the language. Such studies have been done in order to “address rising worries among some voters that immigrants arriving from Latin America in the last two decades have resisted learning English and are failing to assimilate into American society.” (page 1) The report also finds that 46% of Latino adults say that “poor English skills as the leading cause of discrimination against them.”
An interesting finding of this study is that the country of origin of Latino immigrants also seems to play a role in English fluency. It was found that 71% of Mexican immigrants “spoke little or no English.” Puerto Ricans, however, are “the most likely to speak English well.
Birmingham mayor seeks low-cost laptops
Raymond Jashembowski
Language Arts and Technology
EDLA 615
December 4, 2007
Current Issue #5
Title: Birmingham mayor seeks low-cost laptops
Publisher: eSchool news
Date of Publication: December 03, 2007
Author: eSchool news staff and wire service reports
Summary:
Low cost computers may be coming to Birmingham Alabama. Following suit with many other cities and countries, Birmingham is trying to be the next participant in the XO Laptop craze that could revolutionize education. This deal would allow Birmingham to provide these laptops for the same price as other developing nations. The deal that is still in negotiations between Birmingham mayor Larry Langford and the One Laptop Per Child (OLPC) foundation would provide a laptop for every child in grades 1-8. It would cost about 3 million dollars or approximately $200.00 a piece. If the deal is reached it would be a breakthrough in OLPC’s efforts for American cities to participate. Spokeswoman for OLPC Jackie Lang made this statement for eSchool news, “We have no comment. It is unfortunate that this information was released before any deal was finalized.”
The money for this technology integration would come from two parts, the city budget and private sector donations. The Superintendent of schools for Birmingham also said this deal would give there students a chance to be competitive. The city counsel was to vote on the proposal on November 21, but more time was needed to evaluate the effects of distributing the laptops. Larry Langford and his associate John Katopodis have been successful in the past where they provided computers for kids. They formed Computer Help for kids, which provided rebuilt computers to students in need.
I like the idea as long as there are a couple of factors set up before the computers are distributed. Support needs to be in place for the students and faculty for technical problems and also help when schools are closed and students are trying to do their work at home. If the support isn’t there it could turn into a waste of taxpayer’s money. All in all if the deal is reached and computers are put in the hands of these students’ results will be imminent in a few years.
Language Arts and Technology
EDLA 615
December 4, 2007
Current Issue #5
Title: Birmingham mayor seeks low-cost laptops
Publisher: eSchool news
Date of Publication: December 03, 2007
Author: eSchool news staff and wire service reports
Summary:
Low cost computers may be coming to Birmingham Alabama. Following suit with many other cities and countries, Birmingham is trying to be the next participant in the XO Laptop craze that could revolutionize education. This deal would allow Birmingham to provide these laptops for the same price as other developing nations. The deal that is still in negotiations between Birmingham mayor Larry Langford and the One Laptop Per Child (OLPC) foundation would provide a laptop for every child in grades 1-8. It would cost about 3 million dollars or approximately $200.00 a piece. If the deal is reached it would be a breakthrough in OLPC’s efforts for American cities to participate. Spokeswoman for OLPC Jackie Lang made this statement for eSchool news, “We have no comment. It is unfortunate that this information was released before any deal was finalized.”
The money for this technology integration would come from two parts, the city budget and private sector donations. The Superintendent of schools for Birmingham also said this deal would give there students a chance to be competitive. The city counsel was to vote on the proposal on November 21, but more time was needed to evaluate the effects of distributing the laptops. Larry Langford and his associate John Katopodis have been successful in the past where they provided computers for kids. They formed Computer Help for kids, which provided rebuilt computers to students in need.
I like the idea as long as there are a couple of factors set up before the computers are distributed. Support needs to be in place for the students and faculty for technical problems and also help when schools are closed and students are trying to do their work at home. If the support isn’t there it could turn into a waste of taxpayer’s money. All in all if the deal is reached and computers are put in the hands of these students’ results will be imminent in a few years.
Monday, December 3, 2007
Allyson' Current Issue # 5
Title: Making the case for VoiceThread and interactive digital storytelling
Date: December 3, 2007
Source: The Weblog of Wesley Fryer
Link: http://www.speedofcreativity.org/2007/11/30/making-the-case-for-voicethread-and-interactive-digital-storytelling/
30th November 2007
We all have problems using the tools that are available to us on the web because of the censorship that school Computer Coordinators and districts feel is necessary.
So my search for a resolution to this giant block on educating our students for the 21st Century I came across this blog.
Wesley Fryer has tried to help a teacher by Voice Thread and has composed an answer and response email for this teacher in the Oklahoma school district.
This information seeks to answer every question that a district might ask and may be useful for some of us who are having a similar problem
I am not able to view the rest of this article so I could not read any of the comments.
Date: December 3, 2007
Source: The Weblog of Wesley Fryer
Link: http://www.speedofcreativity.org/2007/11/30/making-the-case-for-voicethread-and-interactive-digital-storytelling/
30th November 2007
We all have problems using the tools that are available to us on the web because of the censorship that school Computer Coordinators and districts feel is necessary.
So my search for a resolution to this giant block on educating our students for the 21st Century I came across this blog.
Wesley Fryer has tried to help a teacher by Voice Thread and has composed an answer and response email for this teacher in the Oklahoma school district.
This information seeks to answer every question that a district might ask and may be useful for some of us who are having a similar problem
I am not able to view the rest of this article so I could not read any of the comments.
Sunday, December 2, 2007
Amy Marnell's Current Issue 5
Title: Another book-scanning project rivals Google's
Source: Eschool News
Link: http://www.eschoolnews.com/news/top-news/?i=50747;_hbguid=c475e569-593b-4573-9777-a46230a76d10
Date: Thu, Nov 29, 2007
This article talks about how almost 10 years ago a computer scientists at Carnegie Mellon University started a project to "Digitize the published works of humankind and make them freely available online." More than 1.5 million books (many of them in Chinese) have been scanned in and 1000's more are being scanned daily.
"Anyone who can get on the Internet now has access to a collection of books the size of a large university library,” said Raj Reddy, a computer science and robotics professor at the university who led the project."
The work has been carried out by scanning centers in India and China with the aid of $3.5 million in seed funding from the U.S. National Science Foundation and contributions from computer hardware and software makers.
Half of the books are out of copyright or scanned with the permission of copyright holders and full texts instead of excerpts of copyright-protected material are expected to become available. Google along with Micro Corp. started a similar project, however Carnegie Mellon representatives say their is the largest university based digital library available and for non commercial reasons.
"Michael Shamos, a Carnegie Mellon computer science professor and copyright lawyer working on the project, said the library’s mission includes making vast amounts of information freely available and preserving rare and decaying texts, among other things. The digital library so far contains books published in 20 languages, including 970,000 in Chinese, 360,000 in English, 50,000 in the southern Indian language of Telugu, and 40,000 in Arabic. "
I think this is an amazing resource and it allows for more global collaboration and research through technology by use of the Internet. The fact that it is available in so many languages relates to our literacy discussions and makes this resource very diverse so that it applies to everyone and not just English speaking people.
Source: Eschool News
Link: http://www.eschoolnews.com/news/top-news/?i=50747;_hbguid=c475e569-593b-4573-9777-a46230a76d10
Date: Thu, Nov 29, 2007
This article talks about how almost 10 years ago a computer scientists at Carnegie Mellon University started a project to "Digitize the published works of humankind and make them freely available online." More than 1.5 million books (many of them in Chinese) have been scanned in and 1000's more are being scanned daily.
"Anyone who can get on the Internet now has access to a collection of books the size of a large university library,” said Raj Reddy, a computer science and robotics professor at the university who led the project."
The work has been carried out by scanning centers in India and China with the aid of $3.5 million in seed funding from the U.S. National Science Foundation and contributions from computer hardware and software makers.
Half of the books are out of copyright or scanned with the permission of copyright holders and full texts instead of excerpts of copyright-protected material are expected to become available. Google along with Micro Corp. started a similar project, however Carnegie Mellon representatives say their is the largest university based digital library available and for non commercial reasons.
"Michael Shamos, a Carnegie Mellon computer science professor and copyright lawyer working on the project, said the library’s mission includes making vast amounts of information freely available and preserving rare and decaying texts, among other things. The digital library so far contains books published in 20 languages, including 970,000 in Chinese, 360,000 in English, 50,000 in the southern Indian language of Telugu, and 40,000 in Arabic. "
I think this is an amazing resource and it allows for more global collaboration and research through technology by use of the Internet. The fact that it is available in so many languages relates to our literacy discussions and makes this resource very diverse so that it applies to everyone and not just English speaking people.
Saturday, December 1, 2007
Current issue #5
Current issue #5
New York Grades Set Off Debate on Judging Schools
By ELISSA GOOTMAN and JENNIFER MEDINA
Published: November 27, 2007
Presented by: Nathan jean-jacques
Summary:
The principals from coveted high schools weren’t pleased by the idea of an A through F grading when the chancellor announced the plan last year.
According to Randy J. Asher, principal of Brooklyn Tech:” the decision is ridiculous.
In the other hand, Mayor Bloomberg sees the report cards as a punitive tool against principals. He claims that it is the best way to ”hold a principal’s feet to the fire”.
The grades have given life to a debate concerning school’s assessment.
The architect of the report cards, James S. Liebman claims that he had received emails with the expected question:” How could my school get this grade?” Experience dictates that the grading system has not succeeded in two states where it had been instituted: Florida and California.
The grading system weighs heavily on students’ progress over time, which makes it sound ridiculous that a school like The South Bronx Academy for Applied Media is rated A with just 17percent of its population meeting grade level standards in reading. On the advice by Kati Haycock, director of the Education trust the peer group comparison scheme was abandoned. “We argued as strongly as we could that I a terrible idea,” said she.
Randi Weingarten, president of the UFT, said,” our advice influenced them minimally”
The grades released have triggered a call for change in the city’s plan to assess schools.
Diane Ravitch, historian of the city’s schools, said; it is reductive to give a school, which is a complex organism, a single letter grade. It doesn’t clarify, it oversimplifies”
The implication for my teaching:
Although the report card outcome was favorable; however one lousy report will not change my school’s philosophy and vision. The education of the whole child is our objective. We will continue to collaborate in the best interest of the students because the board of education’ politicized and vindictive approach is detrimental to learning and especially to the learners.
New York Grades Set Off Debate on Judging Schools
By ELISSA GOOTMAN and JENNIFER MEDINA
Published: November 27, 2007
Presented by: Nathan jean-jacques
Summary:
The principals from coveted high schools weren’t pleased by the idea of an A through F grading when the chancellor announced the plan last year.
According to Randy J. Asher, principal of Brooklyn Tech:” the decision is ridiculous.
In the other hand, Mayor Bloomberg sees the report cards as a punitive tool against principals. He claims that it is the best way to ”hold a principal’s feet to the fire”.
The grades have given life to a debate concerning school’s assessment.
The architect of the report cards, James S. Liebman claims that he had received emails with the expected question:” How could my school get this grade?” Experience dictates that the grading system has not succeeded in two states where it had been instituted: Florida and California.
The grading system weighs heavily on students’ progress over time, which makes it sound ridiculous that a school like The South Bronx Academy for Applied Media is rated A with just 17percent of its population meeting grade level standards in reading. On the advice by Kati Haycock, director of the Education trust the peer group comparison scheme was abandoned. “We argued as strongly as we could that I a terrible idea,” said she.
Randi Weingarten, president of the UFT, said,” our advice influenced them minimally”
The grades released have triggered a call for change in the city’s plan to assess schools.
Diane Ravitch, historian of the city’s schools, said; it is reductive to give a school, which is a complex organism, a single letter grade. It doesn’t clarify, it oversimplifies”
The implication for my teaching:
Although the report card outcome was favorable; however one lousy report will not change my school’s philosophy and vision. The education of the whole child is our objective. We will continue to collaborate in the best interest of the students because the board of education’ politicized and vindictive approach is detrimental to learning and especially to the learners.
Andrew's Current Issue 5
Title: Schools face up to global leagues
Date: December 1, 2007
Source: BBC News
Link:http://news.bbc.co.uk/2/hi/uk_news/education/7121718.stm
So, in the spirit of the discussion this week regrding global connections and communication, I found this article to be quite pertinant.
Of course, I always make comparisons between my teaching in the UK and here in NYC, and probably too often look at things through rose-tinted glasses (I hope that's a saying here).
So, it was very interesting for me to read this article having been out of the UK eduction system for 5 years now.
Much like NYC, the UK has a system of grading schools (the recent round of progress resports, and school evaluations is actually an idea from the UK and if you have a Brtish reveiwer, it's because the company the DOE hired, is British).
In the UK, these reveiews (test scores, teacher assessments, inspection reports, etc) go onto something called a League Table. These have been around for over a decade and are the cause of MUCH discussion amongst educators and parents.
Interestingly, the BBC are reporting on new GLOBAL league tables ranking the education systems, specifically in reading scores, and the news isn't great for England, at all.
The Progress in International Reading Literacy Study (PIRLS) - http://nces.ed.gov/surveys/pirls/ is "an international comparative study of the reading literacy of young students. PIRLS studies the reading achievement and reading behaviors and attitudes of fourth-grade students in the United States and students in the equivalent of fourth grade in other participating countries"
Until I read this article, I had never heard of such a study, and the findings are interesting and eye-opening.
As the BBC reports, the countries making the most significant improvements or gains in literacy and reading skills are
Date: December 1, 2007
Source: BBC News
Link:http://news.bbc.co.uk/2/hi/uk_news/education/7121718.stm
So, in the spirit of the discussion this week regrding global connections and communication, I found this article to be quite pertinant.
Of course, I always make comparisons between my teaching in the UK and here in NYC, and probably too often look at things through rose-tinted glasses (I hope that's a saying here).
So, it was very interesting for me to read this article having been out of the UK eduction system for 5 years now.
Much like NYC, the UK has a system of grading schools (the recent round of progress resports, and school evaluations is actually an idea from the UK and if you have a Brtish reveiwer, it's because the company the DOE hired, is British).
In the UK, these reveiews (test scores, teacher assessments, inspection reports, etc) go onto something called a League Table. These have been around for over a decade and are the cause of MUCH discussion amongst educators and parents.
Interestingly, the BBC are reporting on new GLOBAL league tables ranking the education systems, specifically in reading scores, and the news isn't great for England, at all.
The Progress in International Reading Literacy Study (PIRLS) - http://nces.ed.gov/surveys/pirls/ is "an international comparative study of the reading literacy of young students. PIRLS studies the reading achievement and reading behaviors and attitudes of fourth-grade students in the United States and students in the equivalent of fourth grade in other participating countries"
Until I read this article, I had never heard of such a study, and the findings are interesting and eye-opening.
As the BBC reports, the countries making the most significant improvements or gains in literacy and reading skills are
- Russia
- Hong Kong
- Singapore
- Slovenia
All of which, have recently undergone significnt reforms in their education systems, noticeably in both Russia and Slovenia, a move to much earlier starting ages.
With more, similar reports due soon, and recent ones already published, it really is interesting for me to see what is happening globally in terms of literacy education.
For the record, the USA stayed the same in this global ranking.
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